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Build Beace in the Minds of Men And Women

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IT IS IMPORTANT FOR US

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Since the foundation of the first UNESCO club in Japan, in 1947, UNESCO Associations, Centers and Clubs are members of non-governmental organizations of great value to the Organization.
Members of the UNESCO Club movement in Latin America and the Caribbean are all volunteers of all ages, nationalities and social classes. They share a commitment to UNESCO's ideals and work to make them a reality in every nation with ideas and actions that contribute to the development of humanity.

ABOUT US

MISSION

Promote four main categories of UNESCO Clubs in Latin America and the Caribbean:

• Clubs established in schools (whose members are students and teaching staff of educational institutions).
• Clubs to operate in universities and higher education institutions.
• Clubs not intended exclusively for schoolchildren or university students: they have a recognized legal status and among their members there are outstanding personalities from cultural circles or the public sector of the community.
• Clubs made up of members of civil society have a legal status, distinguish them from their altruistic spirit, group different personalities from the business field, social leaders and personalities from the academic field.

ENRIQUE

RENTERIA
CASTRO

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In September 2019, UNESCO publishes an important reflection made by experts in education and that shows us mistakes in the educational systems of Latin America and the Caribbean, regarding the goals and indicators of the Sustainable Development Goal 4, (UNESCO, 2019. Between the clock and the compass).

      First we start from the following diagnosis:

     The analysis of the levels of access, learning and intersectorality show obstacles that limit the educational system, that is; Limitations persist to transform the structure that stagnates learning by perpetuating levels and school modalities. Educational systems persist in homogenizing the expected traditional learning. The education of other sectors and people's lives continue to be decontextualized.

    With respect to the conceptualization of education and learning of young people and adults; politics, governance, financing, quality, participation, equity and inclusion. The patterns of exclusion and segmentation of the educational offer are maintained and reproduced, the quality of education and learning is not achieved, nor has education been considered a public good.

Therefore, the following actions are proposed:

     We must conceptualize the education system as the integration of knowledge dimensions, knowledge systems and ways of accessing and creating knowledge, in a common encounter and taking into consideration the following priorities:

    Restructure the link between education and the elements of the social environment, to influence a transformation of society as a whole. That is, we must ensure that education transforms the development model to change the order of things and configure another life and another society.

    Build a pedagogical proposal based on formal, informal and non-formal education; The dimensions of socio-emotional and behavioral learning, consider the place of residence as a space for learning, as well as the different technological and multimedia instruments as promoters of learning.

     Strengthen the State as the main responsible and guarantor of education as a public right of every human being and strengthen the educational system in marginalized communities to promote self-management and educational development as a common good.

     Implement actions to eliminate all forms of discrimination in the educational offer in order to transform economic, social, political and cultural inequalities in the population of young people and adults.

               Strengthen, multiply and diversify the offer of initial, continuous and permanent training of teachers, improve the academic management system in educational institutions, consolidate successful pedagogical models, achieving a relevant and relevant education that periodically updates curricula and curricula , attending intercultural diversity.

               The education of young people and adults is a great opportunity for Latin America and the Caribbean to strengthen a system that develops productive, technological, scientific, cultural competencies that promote the Sustainable and Humanistic Development of the nations that make up our region.

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